The “Golden Thread”: Coercive Control and Risk Assessment for Domestic Violence

Research on risk assessment for domestic violence has to date focused primarily on the predictive power of individual risk factors and the statistical validity of risk assessment tools in predicting future physical assault in sub-sets of cases dealt with by the police. This study uses data from risk assessment forms from a random sample of cases of domestic violence reported to the police. An innovative latent trait model is used to test whether a cluster of risk factors associated with coercive control is most representative of the type of abuse that comes to the attention of the police. Factors associated with a course of coercive and controlling conduct, including perpetrators’ threats, controlling behavior and sexual coercion, and victims’ isolation and fear, had highest item loadings and were thus the most representative of the overall construct. Sub-lethal physical violence—choking and use of weapons—was also consistent with a course of controlling conduct. Whether a physical injury was sustained during the current incident, however, was not associated consistently either with the typical pattern of abuse or with other context-specific risk factors such as separation from the perpetrator. Implications for police practice and the design of risk assessment tools are discussed. We conclude that coercive control is the “golden thread” running through risk identification and assessment for domestic violence and that risk assessment tools structured around coercive control can help police officers move beyond an “incident-by-incident” response and toward identifying the dangerous patterns of behavior that precede domestic homicide

Going meta: dialogic talk in the writing classroom

This is the author accepted manuscript. The final version is available from EBSCO via the URL in this record.The rich body of research on dialogic, exploratory talk points to its significance in developing and securing student learning (Alexander 2018; O’Connor and Michaels 2007; Reznitskaya et al 2009; Gillies 2016). More recently, this body of research has begun to consider dialogic talk specifically in the context of literacy education (for example, Juzwik et al 2013; Boyd and Markarian 2015; Wilkinson et al 2015; Edwards-Groves and Davidson 2017). However, there remains a dearth of research which considers the role of dialogic talk in the teaching and learning of writing, and particularly its role in supporting developing writers’ metalinguistic understanding of how linguistic choices shape meaning in written texts. This article will report on qualitative data draw from a national study, involving a randomized controlled trial and an accompanying process evaluation. The study involved an intervention which was informed by a Hallidayan theoretical framing of metalinguistic understanding which sees grammar as a meaning-making resource, and which promoted explicit teaching which made purposeful connections between grammatical choices and their meaning-making effects in writing, and which promoted the role of dialogic talk. Specifically, this article will consider how teachers manage this metalinguistic dialogic talk about language choices in the writing classroom

Initiating solar system formation through stellar shock waves

Isotopic anomalies in presolar grains and other meteoritical components require nucleosynthesis in stellar interiors, condensation into dust grains in stellar envelopes, transport of the grains through the interstellar medium by stellar outflows, and finally injection of the grains into the presolar nebula. The proximity of the presolar cloud to these energetic stellar events suggests that a shock wave from a stellar outflow might have initiated the collapse of an otherwise stable presolar cloud. We have begun to study the interactions of stellar shock waves with thermally supported, dense molecular cloud cores, using a three spatial dimension (3D) radiative hydrodynamics code. Supernova shock waves have been shown by others to destroy quiescent clouds, so we are trying to determine if the much smaller shock speeds found in, e.g., asymptotic giant branch (AGB) star winds, are strong enough to initiate collapse in an otherwise stable, rotating, solar-mass cloud core, without leading to destruction of the cloud

Syntactic Complexity of R- and J-Trivial Regular Languages

The syntactic complexity of a regular language is the cardinality of its syntactic semigroup. The syntactic complexity of a subclass of the class of regular languages is the maximal syntactic complexity of languages in that class, taken as a function of the state complexity n of these languages. We study the syntactic complexity of R- and J-trivial regular languages, and prove that n! and floor of [e(n-1)!] are tight upper bounds for these languages, respectively. We also prove that 2^{n-1} is the tight upper bound on the state complexity of reversal of J-trivial regular languages.Comment: 17 pages, 5 figures, 1 tabl

The police response to domestic violence: Risk, discretion, and the context of coercive control

This thesis examines the issue of police response to domestic violence. It advances theory on this topic by applying the concept of coercive control to better understand the risk profile of domestic violence that comes to the attention of the police, and police officers’ use of discretion when identifying, recording and responding to domestic violence incidents. The research questions for the thesis are:(1) Can cases of coercive control be identified in national population surveys, and, if so, to what extent is coercive control gendered and more harmful than other forms of domestic violence?, (2) Is coercive control the most common form of domestic violence reported to the police?, (3) What degree of discretion do officers exercise when responding to cases of domestic violence?, and (4) What factors influence police officers’ responses at the scene of incidents of domestic violence? The thesis is structured around four published journal papers. Paper 1 uses national population survey data to show that coercive control is experienced primarily by women, and is more harmful than other forms of domestic violence. Paper 2 uses data from risk assessments to show that coercive control is the most common form of domestic violence that comes to the attention of the police. Using data from force systems, Paper 3 suggests frontline officers retain considerable discretion in relation to identifying and recording cases of domestic violence. Paper 4 uses in-depth interviews with officers alongside case-files to suggest that while officers are now more aware of policies such as presumptive arrest they are prepared to ignore such policies when they believe an incident is not serious; officers’ conceptions of what is serious were primarily incidents that involved physical violence and injury. I conclude that legislation to criminalise coercive control presents an opportunity to change officers’ conceptions of domestic violence and what constitutes threat and risk. I call for a reconceptualisation of the research agenda on domestic violence to focus initially on observational study in order to understand better the factors that influence police response

The finite tiling problem is undecidable in the hyperbolic plane

In this paper, we consider the finite tiling problem which was proved undecidable in the Euclidean plane by Jarkko Kari in 1994. Here, we prove that the same problem for the hyperbolic plane is also undecidable

Simultaneous Triggered Collapse of the Presolar Dense Cloud Core and Injection of Short-Lived Radioisotopes by a Supernova Shock Wave

Cosmochemical evidence for the existence of short-lived radioisotopes (SLRI) such as $^{26}$Al and $^{60}$Fe at the time of the formation of primitive meteorites requires that these isotopes were synthesized in a massive star and then incorporated into chondrites within $\sim 10^6$ yr. A supernova shock wave has long been hypothesized to have transported the SLRI to the presolar dense cloud core, triggered cloud collapse, and injected the isotopes. Previous numerical calculations have shown that this scenario is plausible when the shock wave and dense cloud core are assumed to be isothermal at $\sim 10$ K, but not when compressional heating to $\sim 1000$ K is assumed. We show here for the first time that when calculated with the FLASH2.5 adaptive mesh refinement (AMR) hydrodynamics code, a 20 km/sec shock wave can indeed trigger the collapse of a 1 $M_\odot$ cloud while simultaneously injecting shock wave isotopes into the collapsing cloud, provided that cooling by molecular species such as H$_2$O, CO$_2$, and H$_2$ is included. These calculations imply that the supernova trigger hypothesis is the most likely mechanism for delivering the SLRI present during the formation of the solar system.Comment: 12 pages, 4 color figures. Astrophysical Journal Letters (in press

Thinking differently about grammar and metalinguistic understanding in writing

This is the final version. Available from the publisher via the DOI in this record.In the light of ongoing international debate about the purpose of explicit teaching of grammar, this paper considers the relationship between metalinguistic understanding and development as a writer. Drawing on a cumulative series of studies over a period of ten years, adopting a functionally-oriented approach to grammar, the paper argues that purposeful grammar teaching occurs within the teaching of writing, not divorced from it; and that this teaching develops students’ metalinguistic understanding of how written texts are crafted and shaped. In this way, grammar is positioned as a resource for learning about writing and one which can support students in becoming increasingly autonomous and agentic decision-makers in writing. We show through practical examples how the pedagogy works in practice, and through classroom interaction data we highlight how metalinguistic talk (metatalk), which enables and encourages the verbalisation of choice. The data also shows, however, that teachers’ skill in managing metatalk about metalinguistic choices in writing is critical in framing students’ capacity to think metalinguistically about their writing and to be autonomous writerly decision-makers